MODUL 2 ACTIVITIES

MODULE 2 aCTIVITIES

Activity No 3

Activity No 2

Activity No 1

Cultural Baggage – What We Carry With Us

Cultural Iceberg Exploration

A Walk in My Shoes

ACTIVITY NO 1

Cultural Iceberg Exploration

Tools

Activity Title

NFE methods

Main Aim

Materials and preparation

Learn Check /Debriefing

Tips For The Trainer

Next Activity

Session Description

Handouts

ACTIVITY NO 2

A Walk in My Shoes

Tools

Activity Title

NFE methods

Main Aim

Materials and preparation

Learn Check /Debriefing

Tips For The Trainer

Next Activity

Session Description

Handouts

ACTIVITY NO 3

Cultural Baggage – What We Carry With Us

Tools

Activity Title

NFE methods

Main Aim

Materials and preparation

Learn Check /Debriefing

Tips For The Trainer

Activity Page

Session Description

Handouts

Main Aim

To help teachers visualize and understand the deeper elements of culture that are often invisible, and reflect on how these elements influence classroom dynamics.

Materials and preparation

• Prepare character role cards (diverse student backgrounds: refugee, migrant, minority language speaker, student with bicultural parents, etc.).
• Prepare guided reflection questions and discussion prompts.
• Create space for movement and breakout discussions

Handout 3

Reflection Worksheet

Title: “What’s Under My Iceberg?”

1. Which cultural elements do you think influence your teaching the most?Visible: _______________________Invisible: _______________________2. Reflect on a time when you encountered a cultural misunderstanding (in school or daily life).• What happened?• What might have been going on beneath the surface?3. How can you become more aware of students' “invisible” cultural elements in your classroom?4. Name one strategy you’ll apply next month to better support transcultural awareness in your teaching:

Tools

• Flipcharts
• Markers
• Projector or printed iceberg model
• Sticky notes

Tips For The Trainer

• Emphasize: There are no “wrong” items in the suitcase—it’s personal.
• Encourage openness and curiosity, not guilt or defensiveness.
• Use this activity early in training to raise self-awareness gently.

NFE methods

• Personal reflection
• Guided group discussion
• Visual thinking
• Symbolic expression

Learn Check /Debriefing

Method: Group discussion and reflective writing Questions:

• What did you discover about your own cultural assumptions?
• How can understanding the “invisible” parts of culture help in teaching diverse classrooms?
• What strategies can you apply in your school context?

Tips For The Trainer

• Emphasize that culture is dynamic and personal. Avoid stereotypes during discussions.
• Encourage active listening and respectful disagreement.
• Adjust iceberg model complexity depending on teacher experience.
• Be mindful of teachers' own diverse cultural backgrounds during discussions.

Session Description

Duration: 45–60 minutes Participants: 8–20 teachersIcebreaker (10 minutes) Title: “My Bag of Symbols” Ask teachers: “If your teaching had a symbol from your culture, what would it be?” Each shares one item, object, or value that represents their cultural approach to education (e.g., “respect for elders,” “group work,” “silence in class”). Main Activity (35–45 minutes) Part 1 – Personal Reflection (10–15 min): Distribute the suitcase worksheet. Ask: “What cultural messages, values, or assumptions do you carry with you into the classroom?” Examples: punctuality, eye contact, hierarchy, discipline, group vs. individual work, comfort with silence, attitudes toward questioning authority Teachers write or draw inside the suitcase. Part 2 – Small Group Sharing (15 min): In small groups, teachers compare what’s in their “suitcases.” Discuss: How similar or different are our values? How could this affect our classroom communication or expectations? Part 3 – What to Unpack? (10–15 min): On sticky notes, teachers write 1 thing they want to keep, 1 thing they might unpack or rethink. Stick them on a wall or board under headings: Keep | Unpack Quick group reflection on what showed up.

Tips For The Trainer

• Encourage sensitivity—some participants may relate personally to certain roles. • Avoid turning cultural backgrounds into stereotypes—focus on complexity and individuality. • Adapt roles depending on the context and nationalities of the participants. • Be ready to step in and support participants if the exercise brings up emotional responses.

Handout 1

Role Cards

• Character role cards (can be printed or laminated)
• Flipchart templates for notes
• Reflection prompts sheet (e.g., “What does this child need from me as a teacher?”)

Name: Aisha Age: 10 Background: Born in Finland to Somali parents Language: Somali at home, fluent in Finnish Context: Her family values respect for elders and quiet behavior at school Possible Challenges: Quiet in class, avoids eye contact Strengths: Very observant, kind and respectful Name: Luka Age: 11 Background: Recently moved from Ukraine Language: Still learning Finnish Context: Misses his friends and family back home Possible Challenges: Struggles to express himself, often silent in group work Strengths: Strong math skills, resilient Name: Elina Age: 9 Background: Finnish mother, Spanish father Language: Bilingual (Finnish-Spanish) Context: Visits Spain often and feels close to both cultures Possible Challenges: Sometimes mixes languages, cultural identity confusion Strengths: Confident, creative, culturally flexible Name: Yasmin Age: 12 Background: Kurdish origin, in foster care Language: Limited Finnish, mainly Kurdish Context: Recently moved schools Possible Challenges: Withdrawn, uncertain of classroom rules Strengths: Observant, caring, eager to belong

Name: Jamal Age: 10 Background: Refugee family from Syria Language: Arabic at home, limited Finnish Context: Parents can't help with schoolwork Possible Challenges: Low academic confidence Strengths: Polite, learns quickly with visual support Name: Anna Age: 11 Background: Finnish, from a rural area Language: Finnish only Context: First time in a multicultural classroom Possible Challenges: Confused by others’ languages/cultures Strengths: Curious, friendly Name: Fatima Age: 12 Background: Moroccan-Finnish Language: Fluent Finnish, understands Moroccan Arabic Context: Lives with grandparents; proud of dual identity Possible Challenges: Teased for headscarf Strengths: Strong identity, group leader Name: Alex Age: 9 Background: Parents from different religions (Christian & Buddhist) Language: Finnish and English Context: Celebrates multiple traditions Possible Challenges: Confused by personal questions Strengths: Empathetic, good listener

Main Aim

To help teachers identify and reflect on the cultural values, assumptions, and experiences they “carry” into the classroom, and explore how this affects their interactions with students.

Handout 1

Cultural Iceberg Diagram (for projection or print)

• Cultural Iceberg diagram
• Cultural element cards
• Reflection worksheet with guiding questions

Visible Culture• Language • Food • Dress • Music • Art • Holidays • Manners

Invisible Culture• Beliefs • Communication styles • Notions of time • Gender roles • Body language • Social norms • Family expectations • Attitudes toward authority • Concepts of fairness • Eye contact • Religious views

Tools

• Printed “suitcase” template or blank A4 sheets
• Pens, colored markers
• Sticky notes

Materials and preparation

• Prepare a large printed or projected image of the cultural iceberg model.
• Prepare a set of cultural value cards (examples: eye contact, time perception, gender roles, dress codes, etc.).
• Prepare a classroom space for group work and movement.

Learn Check /Debriefing

Method: Verbal reflection or group summary

• Trainer facilitates with guiding questions:
• What did you realize about your own cultural lens?
• What are the benefits and risks of cultural assumptions?
• How can you better adapt your teaching to diverse students?

Materials and preparation

• Prepare printed outlines of a suitcase (or just use blank paper)
• Arrange tables or floor space for quiet reflection and group work
• No special setup or equipment needed

Learn Check /Debriefing

Method: Gallery walk + group reflection

• Teachers walk around and read the flipcharts.
• In a closing circle, they each share one “Aha!” moment and one action they will take.

NFE methods

• Visual metaphor exploration
• Small group discussion
• Reflective learning
• Role-play
• Ice-breaker & energizer

Session Description

Duration: 75–90 minutes Participants: 10–25 teachers Energizer (10–15 minutes)

• Title: “Cultural Lenses”
• Hand out color filters or transparent sheets to participants.
• Ask them to look at the room or a text through the lens.
• Debrief quickly: “How did the world change through your lens?”
• Metaphor: We all view the world through cultural lenses—some things are highlighted, some distorted.

Main Activity (60–70 minutes) Part 1: Role Exploration (30 min)

• Each participant receives a character card of a hypothetical pupil (e.g., Aisha, 10, born in Finland to Somali parents; Luka, 11, just moved from Ukraine; Elina, 9, bilingual Finnish-Spanish; Yasmin, 12, in foster care and speaks only Kurdish at home).
• Participants reflect: What challenges might this child face in school? How might their culture shape how they learn or interact?
• Small groups (3–4 people) discuss their characters and write their perceived needs, strengths, and how a teacher might support them.

Part 2: Sharing & Mapping (20 min)

• Groups present their characters and insights on a flipchart.\n
• Trainer facilitates a discussion to connect the insights: How do assumptions, empathy, and support strategies link to transcultural awareness?

Part 3: Self-Reflection (10–15 min)

• Teachers reflect individually: “How culturally safe is my classroom?” “What can I improve to support diverse learners better?”

Handout 2

Cultural Element Cards (for sorting activity)

Prepare small cards with one element on each. Here are some examples you can print and cut:

• Eye contact
• Punctuality
• Direct vs. indirect communication
• Family structure
• Tone of voice
• Personal space
• Handshakes or greetings
• Humor
• Role of elders

• Authority in the classroom
• Individual vs. group orientation
• Dress codes
• Celebrations
• Religion in daily life
• Gender expectations
• Emotional expression
• Friendship norms
• Teacher-student relationships

Handout 3

Flipchart Template (Group Use)

Use this structure to guide your group work:

1. Name of the Student & Background Summary
2. Cultural Strengths
3. Classroom Challenges
4. Support Strategies from Teachers
5. Additional Notes/Ideas

Activity Title

Cultural Baggage – What We Carry With Us

Session Description

Duration: 60–75 minutesParticipants: 10–20

• Icebreaker (10 minutes)

Title: “One Word, Many Worlds”

• Each participant thinks of a word related to “culture” and writes it on a sticky note.
• Participants walk around and find someone with a different word to quickly discuss why they chose it.
• Regroup and reflect on how many different perspectives exist around one concept.
• Main Activity (50–60 minutes)
• Present the Cultural Iceberg Model (visible and invisible aspects of culture).
• In small groups, participants sort pre-made cards with cultural elements into two groups: visible (tip) and invisible (beneath the surface).
• Each group discusses how these cultural elements might show up in a classroom setting.\n - Then, simulate a classroom scenario where cultural misinterpretation happens due to hidden elements (role-play).
• Groups present their analysis and strategies for addressing cultural misunderstandings as teachers.

Main Aim

To increase empathy and cultural sensitivity among teachers by allowing them to reflect on personal cultural journeys and explore diverse perspectives through role-play and storytelling.

NFE methods

• Perspective-taking exercise
• Reflective storytelling
• Group sharing
• Energizer
• Empathy-building

Tools

• Printed character cards
• Large sheets of paper
• Markers
• Sticky notes

• Printable “My Cultural Suitcase” template (can be a simple drawing)
• Sticky notes for “Keep / Unpack” wall
• Optional: guiding questions sheet for group discussion

Handout 3

Handout 1

Handout 2

Keep / Unpack Sticky Note Reflection

My Cultural Suitcase

Group Discussion Prompts

Instructions: Reflect on the cultural values, beliefs, and habits you bring into the classroom. Inside the suitcase below, write or draw symbols, words, or concepts that represent your cultural 'baggage'—things you've learned or internalized from your upbringing, education, or social background. Examples you might include:

• Punctuality
• Respect for authority
• Value of group work
• Direct communication
• Importance of silence
• Eye contact norms
• Attitudes toward questioning
• Discipline style

Use the space below or draw your own suitcase.

1. What’s similar or different in what we 'carry'?
2. How might our cultural assumptions shape our classroom expectations?
3. What do we expect from students that might not be universal?
4. What is one cultural habit or value you’d like to hold onto?
5. What is one cultural assumption you may need to rethink or 'unpack'?

Instructions:On a sticky note, write:

• ONE cultural value or assumption you want to KEEP in your teaching practice.
• ONE cultural value or habit you may choose to UNPACK or rethink.

Post them on the wall or board under the appropriate category:KEEP | UNPACK

European blank map

Activity Title

A Walk in My Shoes – Understanding Cultural Journeys”

Handout 2

Reflection Prompts

Please reflect on the following questions after the activity:

1. What might this child find difficult in my classroom?
2. What cultural values may influence their behavior or learning style?
3. How might their family background affect communication with school?
4. How can I support this pupil’s strengths while being culturally sensitive?
5. What teaching strategy can I apply tomorrow to make my classroom safer and more inclusive for this child?

Activity Title

Discovering the Cultural Iceberg